Conditions for learning: partnerships for engaging secondary pupils with contemporary art.

There is then a need not only to sustain partnerships but to ensure that the wider
school community are aware of the project, that management gives its support and
that what is learned from the project is revisited, developed and embedded in the
curriculum.

3/gallery educator: what was evident was that I needed to have a relationship with
the rest of the staff and Head because I was unable to do anything about it.

1/teacher: It needs to be developed for the rest of the team. There are four other art
teachers who need to know what I’ve learned.

Space

Spatial metaphors are often used to define pedagogic relations: ‘open’, ‘situated’,
‘zone’, ‘scaffolding’, ‘border-crossing’. Despite this, the physical spaces in which
teaching takes place in schools are rarely considered as a significant aspect of
learning. This often results in the replication of hierarchised spaces predicated on
power relations which are not conducive to collaborative or socially engaged
practices. Outside the logocentric curriculum pedagogic spaces do differ, from the
drama studio to the sports field, but these spaces are also predicated on ancient
disciplinary structures that locate the body in regimented and predictable ways. This
sense of routine and entrapment is well expressed in the following statement:

24

<<   21   22   23   24   25   26   27   >>

More intriguing information